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Glencoe Science
Chapter Resources
Plate Tectonics
Includes:
Reproducible Student Pages
ASSESSMENT
✔ Chapter Tests
✔ Chapter Review
HANDS-ON ACTIVITIES
✔ Lab Worksheets for each Student Edition Activity
✔ Laboratory Activities
✔ Foldables–Reading and Study Skills activity sheet
MEETING INDIVIDUAL NEEDS
✔ Directed Reading for Content Mastery
✔ Directed Reading for Content Mastery in Spanish
✔ Reinforcement
✔ Enrichment
✔ Note-taking Worksheets
TRANSPARENCY ACTIVITIES
✔ Section Focus Transparency Activities
✔ Teaching Transparency Activity
✔ Assessment Transparency Activity
Teacher Support and Planning
✔ Content Outline for Teaching
✔ Spanish Resources
✔ Teacher Guide and Answers
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Glencoe Science
Photo CreditsSection Focus Transparency 1: Ron Watts/CORBIS; Section Focus Transparency 2: Museum of Paleontology,University of CA, Berkeley; Section Focus Transparency 3: Jeremy Stafford-Deitsch/ENP
Additional Assessment Resources available with Glencoe Science:
• ExamView® Pro Testmaker• Assessment Transparencies• Performance Assessment in the Science Classroom• Standardized Test Practice Booklet• MindJogger Videoquizzes• Vocabulary PuzzleMaker at msscience.com• Interactive Chalkboard• The Glencoe Science Web site at: msscience.com• An interactive version of this textbook along with assessment resources are available
online at: mhln.com
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This chapter-based booklet contains all of the resource materials to help you teachthis chapter more effectively. Within you will find:
Reproducible pages for ■ Student Assessment■ Hands-on Activities■ Meeting Individual Needs (Extension and Intervention)■ Transparency Activities
A teacher support and planning section including ■ Content Outline of the chapter■ Spanish Resources■ Answers and teacher notes for the worksheets
Hands-On ActivitiesMiniLAB and Lab Worksheets: Each of these worksheets is an expanded version of each laband MiniLAB found in the Student Edition. The materials lists, procedures, and questionsare repeated so that students do not need their texts open during the lab. Write-on rules areincluded for any questions. Tables/charts/graphs are often included for students to recordtheir observations. Additional lab preparation information is provided in the Teacher Guideand Answers section.
Laboratory Activities: These activities do not require elaborate supplies or extensive pre-labpreparations. These student-oriented labs are designed to explore science through a stimu-lating yet simple and relaxed approach to each topic. Helpful comments, suggestions, andanswers to all questions are provided in the Teacher Guide and Answers section.
Foldables: At the beginning of each chapter there is a Foldables: Reading & Study Skillsactivity written by renowned educator, Dinah Zike, that provides students with a tool thatthey can make themselves to organize some of the information in the chapter. Students maymake an organizational study fold, a cause and effect study fold, or a compare and contraststudy fold, to name a few. The accompanying Foldables worksheet found in this resourcebooklet provides an additional resource to help students demonstrate their grasp of theconcepts. The worksheet may contain titles, subtitles, text, or graphics students need tocomplete the study fold.
Meeting Individual Needs (Extension and Intervention)Directed Reading for Content Mastery: These worksheets are designed to provide studentswith learning difficulties with an aid to learning and understanding the vocabulary andmajor concepts of each chapter. The Content Mastery worksheets contain a variety of formatsto engage students as they master the basics of the chapter. Answers are provided in theTeacher Guide and Answers section.
To the Teacher
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Directed Reading for Content Mastery (in Spanish): A Spanish version of the DirectedReading for Content Mastery is provided for those Spanish-speaking students who are learning English.
Reinforcement: These worksheets provide an additional resource for reviewing the con-cepts of the chapter. There is one worksheet for each section, or lesson, of the chapter.The Reinforcement worksheets are designed to focus primarily on science content and lesson vocabulary, although knowledge of the section vocabulary supports understanding ofthe content. The worksheets are designed for the full range of students; however, they willbe more challenging for your lower-ability students. Answers are provided in the TeacherGuide and Answers section.
Enrichment: These worksheets are directed toward above-average students and allow themto explore further the information and concepts introduced in the section. A variety offormats are used for these worksheets: readings to analyze; problems to solve; diagrams to examine and analyze; or a simple activity or lab which students can complete in the classroom or at home. Answers are provided in the Teacher Guide and Answers section.
Note-taking Worksheet: The Note-taking Worksheet mirrors the content contained in theteacher version—Content Outline for Teaching. They can be used to allow students to takenotes during class, as an additional review of the material in the chapter, or as study notesfor students who have been absent.
AssessmentChapter Review: These worksheets prepare students for the chapter test. TheChapter Review worksheets cover all major vocabulary, concepts, and objectives
of the chapter. The first part is a vocabulary review and the second part is a concept review.Answers and objective correlations are provided in the Teacher Guide and Answers section.
Chapter Test: The Chapter Test requires students to use process skills and understand content.Although all questions involve memory to some degree, you will find that your students willneed to discover relationships among facts and concepts in some questions, and to use higherlevels of critical thinking to apply concepts in other questions. Each chapter test normallyconsists of four parts: Testing Concepts measures recall and recognition of vocabulary andfacts in the chapter; Understanding Concepts requires interpreting information and morecomprehension than recognition and recall—students will interpret basic information anddemonstrate their ability to determine relationships among facts, generalizations, definitions,and skills; Applying Concepts calls for the highest level of comprehension and inference;Writing Skills requires students to define or describe concepts in multiple sentence answers.Answers and objective correlations are provided in the Teacher Guide and Answers section.
Transparency ActivitiesSection Focus Transparencies: These transparencies are designed to generate interestand focus students’ attention on the topics presented in the sections and/or to assess
prior knowledge. There is a transparency for each section, or lesson, in the Student Edition.The reproducible student masters are located in the Transparency Activities section. Theteacher material, located in the Teacher Guide and Answers section, includes TransparencyTeaching Tips, a Content Background section, and Answers for each transparency.
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Teaching Transparencies: These transparencies relate to major concepts that will benefitfrom an extra visual learning aid. Most of these transparencies contain diagrams/photosfrom the Student Edition. There is one Teaching Transparency for each chapter. The TeachingTransparency Activity includes a black-and-white reproducible master of the transparencyaccompanied by a student worksheet that reviews the concept shown in the transparency.These masters are found in the Transparency Activities section. The teacher material includesTransparency Teaching Tips, a Reteaching Suggestion, Extensions, and Answers to StudentWorksheet. This teacher material is located in the Teacher Guide and Answers section.
Assessment Transparencies: An Assessment Transparency extends the chapter content andgives students the opportunity to practice interpreting and analyzing data presented incharts, graphs, and tables. Test-taking tips that help prepare students for success on stan-dardized tests and answers to questions on the transparencies are provided in the TeacherGuide and Answers section.
Teacher Support and PlanningContent Outline for Teaching: These pages provide a synopsis of the chapter by section,including suggested discussion questions. Also included are the terms that fill in the blanksin the students’ Note-taking Worksheets.
Spanish Resources: A Spanish version of the following chapter features are included in thissection: objectives, vocabulary words and definitions, a chapter purpose, the chapter Activi-ties, and content overviews for each section of the chapter.
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Lab PreviewDirections: Answer these questions before you begin the Lab.1. Where can you find the data about each peak that you need for this lab?
2. What formula do you use to calculate the rate of movement in this lab?
How did scientists use their knowledge of seafloor spreading and magnetic field reversals to reconstruct Pangaea? Try this lab to see how you can deter-mine where a continent may have been located in the past.
Seafloor Spreading Rates
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Real-World QuestionCan you use clues, such as magneticfield reversals on Earth, to helpreconstruct Pangaea?
Materialsmetric ruler pencil
Goals■ Interpret data about magnetic field
reversals. Use these magnetic clues toreconstruct Pangaea.
Procedure1. Study the magnetic field graph below. You
will be working only with normal polarityreadings, which are the peaks above thebaseline in the top half of the graph.
2. Place the long edge of a ruler vertically on the graph. Slide the ruler so that it linesup with the center of peak 1 west of theMid-Atlantic Ridge.
3. Determine and record the distance and agethat line up with the center of peak 1 west.Repeat this process for peak 1 east of the ridge.
4. Calculate the average distance and age forthis pair of peaks.
5. Repeat steps 2 through 4 for each remain-ing pair of normal-polarity peaks.
6. Calculate the rate of movement in cm peryear for the six pairs of peaks. Use theformula rate = distance/time. Convertkilometers to centimeters. For example,to calculate a rate using normal-polaritypeak 5, west of the ridge:
Conclude and Apply1. Compare the age of igneous rock found near the mid-ocean ridge with that of igneous rock
found farther away from the ridge.
2. If the distance from a point on the coast of Africa to the Mid-Atlantic Ridge is approximately2,400 km, calculate how long ago that point in Africa was at or near the Mid-Atlantic Ridge.
3. How could you use this method to reconstruct Pangaea?
The movement of plates on Earth causes forces that build up energy in rocks.The release of this energy can produce vibrations in Earth that you know as earthquakes. Earthquakes occur every day. Many of them are too small to be felt by humans, but each event tells scientists something more about theplanet. Active volcanoes can do the same, and volcanoes often form at plateboundaries.
Think about where earthquakes and volcanoes have occurred in the past.Make a hypothesis about whether the locations of earthquake epicenters andactive volcanoes can be used to predict tectonically active areas.
Use the Internet
Predicting Tectonic Activity
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Real-World QuestionCan you predict tectonically active areas byplotting locations of earthquake epicentersand volcanic eruptions?
Goals■ Research the locations of earthquakes and
volcanic eruptions around the world.■ Plot earthquake epicenters and the locations
of volcanic eruptions obtained from msscience.com site.
■ Predict locations that are tectonically activebased on a plot of the locations of earth-quake epicenters and active volcanoes.
Data SourcesVisit msscience.com/internet_lab for more
information about earthquake and volcanosites and data from other students.
Make a Plan1. Study the data table shown below. Use it to
record your data.2. Collect data for earthquake epicenters and
volcanic eruptions for at least the past twoweeks. Your data should include the longi-tude and latitude for each location. Forhelp, refer to the data sources given above.
Find this lab using the link below. Post your data in the table provided. Compare your datawith those of other students. Combine your data with those of other students, and plotthese combined data on map to recognize the relationship between plate coundaries, vol-canic eruptions, and earthquake epicenters.
msscience.com/internet_lab
Follow Your Plan1. Make sure your teacher approves your plan
before you start.2. Plot the locations of earthquake epicenters
and volcanic eruptions on a map of theworld. Use an overlay of tissue paper or plastic.
3. After you have collected the necessary data,predict where the tectonically active areason Earth are.
4. Compare and contrast the areas that youpredicted to be tectonically active with theplate boundary map shown in Figure 9 inyour textbook.
Analyze Your Data1. What areas on Earth do you predict to be the locations of tectonic activity?
2. How close did your prediction come to the actual location of tectonically active areas?
Conclude and Apply1. How could you make your predictions closer to the locations of actual tectonic activity?
2. Would data from a longer period of time help? Explain.
3. What types of plate boundaries were close to your locations of earthquake epicenters? Volcaniceruptions?
4. Explain which types of plate boundaries produce volcanic eruptions. Be specific.
Paleo- means old as in paleontology, the study of old life (fossils). Geo- means Earth, as in geology,the study of Earth. Graphic refers to a drawing or painting. Therefore, paleogeographic could betranslated as “Old Earth Picture.” Scientists often use fossil evidence to help them develop a picture ofhow Earth was long ago. By examining and dating rock formations and fossils of various plants andanimals, scientists are able to formulate hypotheses about what Earth’s surface might have looked likeduring a particular period in history. For example, similar rock formations and certain types of plantand animal fossils of a particular age could indicate whether two, now separate, land areas might havebeen connected during that period. Further analysis of the samples and data could also provide cluesto the climate of that area or whether it was dry land or covered by an ocean. To classify events in thegeologic past, scientists have divided the millions of years of Earth’s history into segments, called eras.In this activity, you will examine evidence from the fossil record relative to a current map of an imaginary continent and develop a map of what the continent and the surrounding area might havelooked like during the Mesozoic Era (248 million to 65 million years ago).
StrategyYou will determine how fossil evidence can be used to infer information about a continent during
the geologic past.You will interpret fossil evidence to draw a map showing how a continent appeared during the
Mesozoic Era.
Materialscolored pencils or markers
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Procedure1. Figure 1 shows a map of a present-day
imaginary continent. Locations A throughI are places where fossils have been foundin rocks dating to the Mesozoic Era. Studythe map and look at the fossils key belowthe map.
2. From the locations of the different fossils,infer where the land areas were at the timethe fossil organisms lived. Keep in mindthat the way the modern continent looksmay have no relationship to where theland/ocean boundaries were during theMesozoic Era.
3. Use one color of pencil or marker to colorin the land areas on the map in Figure 1.Fill in the block labeled Land with thesame color. Use a different color of pencilor marker to color in the ocean areas onthe map in Figure 1. Fill in the blocklabeled Ocean with this color.
4. In the space provided under Data andObservations, draw a map showing landand water areas during the Mesozoic Era.Use the color boundaries you added to Fig-ure 1 as your guideline. Based on theseboundaries, add all of the symbols fromthe map key in Figure 1 to your map.
5. Color all the areas around and between thelabeled areas on your map as either land orocean. Fill in the blocks labeled Land andOcean with the colors you used.
Fossils found in Mesozoic rocksA (shark teeth) F (teeth/bones of small mammals)B (petrified wood) G (dinosaur bones)C (sea stars) H (corals)D (leaf and fern imprints) I (dinosaur footprints)E (seashell fragments)X, Y (Areas to be identified after completing your map)
Questions and Conclusions1. According to your map, was location Y land or water during the Mesozoic Era? Explain how
you decided.
2. According to your map, was location X land or water during the Mesozoic Era? Explain howyou decided.
3. Compare your map with those of other students. Why do you think that not everyone agreedon whether location X was land or water? How could you find out which interpretation wascorrect?
4. Corals grow only in warm, shallow oceans near the coastlines of continents that are relativelynear the equator. Would knowing this fact make you revise your map? Why or why not?
5. Suppose the modern continent shown in Figure 1 was located in an area that is extremely cold.Using the evidence you have, plus the information in Question 4, what could you infer aboutthe continent?
Strategy Check
Can you determine how fossil evidence can be used to infer information about a continent during the geologic past?
Can you interpret fossil evidence to draw a map showing how a continent appeared during the Mesozoic Era?
One of the models that helps explain how tectonic plates move is the convection model. In thishypothesis, the molten magma of the mantle boils like water in a pot. The pattern of the movingwater forms a circular wave or current as hot water rises to the top and cooler surface water isforced to the side of the pot and back down to be heated again. Inside the Earth it is believed thereare many convection cells, or regions in the mantle, that boil like this. The different cells have theirown currents and constantly move independently of one another. The crust of the Earth has amuch lighter mass and density than the magma. As a result, the plates of crust are moved by convection currents and broken up on the boiling surface of the mantle.
StrategyYou will model convection currents and the movement of tectonic plates.You will predict what will happen to tectonic plates at the margins of convection cells.
Materials hot plate scissors tongswater medium to large–mouthed potsheets of plastic foam wrap for padding packages (not made from corn or organic materials)
Procedure 1. The hot plates should be turned on high.
Carefully fill the pot 2/3 full of water andplace it on the hot plate. It will take a whilefor the water to boil.
2. Obtain a piece of flat plastic foam wrap.Use scissors to cut several shapes that rep-resent tectonic plates. If you are working ina group you may mark your tectonic plateswith a pencil or pen if you wish so that youcan recognize it when the water boils.
3. Carefully place your pieces of foam on thesurface of the water. If the water has anysteam or tiny bubbles at the bottom of thepan, ask your teacher to place the foam inthe pot for you.
4. As the water heats, watch the action ofthe bubbles as they rise from the bottom ofthe pot. Observe everything you can aboutwhat happens to them when they rise undera piece of foam. Record your observation inthe table provided.
5. Once the water begins to boil, watch yourpieces of foam. How do they move? Inwhat direction do they go? Do they stay inone place in the pot or do they move ? Dothey crash into other pieces of foam?
Record the answers to these observations inthe data table. Be sure to observe the boilingpot for a while. It may first seem there is nopattern to the action in the pot, but carefulobservation will reveal certain movementsin the boiling water.
6. When the experiment is over, your teacherwill turn off the hot plates and remove thefoam with tongs for cooling. DO NOTremove the pieces yourself. They will coolquickly. When they are cooled, find yourpieces and return to your lab station or seat.
7. In your data table write down any observedchanges in your foam. Does it still havewater in it? Have any of the corners beenmelted or damaged? Write down any otherobservations in your table.
Hands-On Activities Data and Observations
Questions and Conclusions1. How did you describe what happened to the bubbles as they gathered under the foam? What
Instrucciones: Estudia el siguiente diagrama. Luego rotula cada parte con la letra de la descripción correcta.
A. Una dorsal mediooceánica se forma cuando las placas divergentes continúan sepa-rándose, creando una cuenca oceánica. A medida que se eleva y se enfría, elmagma forma nueva corteza oceánica.
B. Cuando una placa oceánica converge con una placa continental menos densa, laplaca oceánica más densa se hunde debajo de la placa continental.
C. Cuando dos placas oceánicas convergen, la placa más densa es forzada a moversedebajo de la otra placa y se forman islas volcánicas sobre la placa que se está hun-diendo.
Instrucciones: Haz un círculo alrededor de las palabras que mejor completan las siguientes oraciones.
4. Las principales pruebas que Wegener usó para apoyar su teoría de la deriva continen-
tal fueron (las rocas, los lenguajes), (los huesos humanos, los fósiles) y (el clima,
antiguos cuentos populares).
5. El hecho de que las rocas (más recientes, más antiguas) están ubicadas en las dor-
sales mediooceánicas es una prueba de la expansión del suelo marino.
6. La transferencia de energía (solar, térmica) dentro de la Tierra mueve las placas.
Directions: Match the descriptions in Column I with the terms in Column II. Write the letter of the correct termin the blank at the left.
Column I
1. reptile fossil found in South America and Africa
2. fossil plant found in Africa, Australia, India,South America, and Antarctica
3. clues that support continental drift
4. mountains similar to those in Greenland and western Europe
5. Wegener’s name for one large landmass
6. slow movement of continents
7. evidence that Africa was once cold
Continental Drift
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Column II
a. Pangaea
b. Appalachians
c. continental drift
d. glacial deposits
e. Glossopteris
f. Mesosaurus
g. fossil, climate, and rock
Directions: Answer the following questions on the lines provided.8. How did the discovery of Glossopteris support Wegener’s continental drift hypothesis?
9. Why was Wegener’s hypothesis of continental drift not widely accepted at the time it was proposed? What do scientists now think might be a possible cause of continental drift?
Directions: Find the mistakes in the statements below. Rewrite each statement correctly on the lines provided.1. During the 1940s and 1950s, scientists began using radar on moving ships to map large areas
of the ocean floor in detail.
2. The youngest rocks are found far from the mid-ocean ridges.
3. The scientist Henry Hess invented echo-sounding devices for mapping the ocean floor.
4. As the seafloor spreads apart, hot saltwater moves upward and flows from the cracks.
5. As the new seafloor moves away from the ridge and becomes hotter, it moves upward andforms still higher ridges.
6. The research ship Glomar Challenger was equipped with a drilling rig that records magnetic data.
7. Rocks on the seafloor are much older than many continental rocks.
8. When plates collide, the denser plate will ride over the less-dense plate.
9. Earth’s magnetic field has always run from the north pole to the south pole.
10. The magnetic alignment in rocks on the ocean floor always runs from the north pole to thesouth pole.
You know from your textbook how seafloor spreading changes the ocean floor. You know thatmagma rises at the mid-ocean ridge and flows away from the ridge. In general, this activity is hiddenbeneath the ocean’s water. But there is a place where seafloor spreading can be seen on land.
Figure 1 Figure 2
1. What is the name of the landmass through which the mid-ocean ridge in the Atlantic Ocean passes?
2. How do the land structures of Iceland help confirm seafloor spreading?
3. Why do you think geologists might find Iceland a useful place to conduct research on seafloorspreading?
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Meeting Individual Needs
NorthAmerica
PacificOcean
SouthAmerica
AtlanticOcean
Africa
Iceland
KeyMid-ocean ridge
Active volcanoes
Key
0 100 km
Iceland
Active volcanoes; formed from today to10,000 years ago
What happens when a volcano erupts underwater? Ocean scientists got the opportunity tofind out in January 1988 when Axial erupted.Axial is an underwater volcano, or seamount,located about 480 km west of Oregon’s coast.It looms the largest of all the underwaterstructures on the Juan de Fuca ridge.
Quakes Along the SeafloorUnderwater listening instruments called
hydrophones, which are used by the Navy tohear submarines, first picked up rumblings fromAxial on January 25. Scientists recorded nearly7,000 earthquakes during the first four daysalone. Scientists hypothesized that these quakesresulted from hot magma moving and crackingrock, uncapping the top of Axial. The earth-quakes followed a line in the seafloor where theJuan de Fuca oceanic plate is moving eastward,away from the Pacific oceanic plate. East of theshoreline, the Juan de Fuca plate is being pushedunder the North American continental plate.
Creating New SeafloorThe scientists discovered that when Axial
erupted, boiling-hot water shot up out of thevolcano, followed by a great amount of super-hot lava. Much of this lava filled part of thegap between the Pacific Ocean plate and theJuan de Fuca plate, creating new seafloor.Having lost so much magma, Axial caved insomewhat—by about 3.2 m in the center.
MegaplumesAround the same time, another group of
scientists was on a 52 m research ship, theWecoma, on the ocean’s surface about a mileabove. They fought stormy conditions togather data such as water temperature, watercurrent flow, and samples of chemicals fromthe eruption. In 1986 scientists had learnedthat underwater volcanoes can cause under-water “hurricanes,” called megaplumes, whichshoot hot water loaded with minerals and life-forms some 305 m up from the bottom. Only seven megaplumes in the worldhad been observed previously.
Hydrothermal VentsAt Axial’s summit sits a rectangular caldera
(roughly 20 km2 in area) between two riftzones. In the dark caldera, hydrothermal ventsfurnish heat and “food” such as hydrogen sulfide—poisonous to most creatures—to communities of bacteria and tube wormscomfortable in temperatures hotter than theboiling point of water.
Axial provides scientists with a model for the rest of Earth’s 64,000 km or so ofmid-ocean ridges. Various groups of scientistsare conducting long-term studies of Axial andother areas along the Juan de Fuca ridge,focusing on various aspects of seafloor exploration.
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1. Describe how seafloor spreading occurs along the Juan de Fuca ridge.
2. Using a physical map of Oregon, identify the geographical feature where the Juan de Fuca plate
is pushing under the North American plate.
3. Do you think that the rocks near Axial are younger or older than the rocks in Oregon? Explain.
The word tectonics comes from the same Greek base word as “architect.” Both words refer tobuilding. An architect designs structures. Tectonics is a process by which Earth’s structures arebuilt and changed.1. Cut the map along the boundaries. Move the pieces to show how the plates will move in the
next million years, according to the types of boundaries. Tape the pieces in place.
2. In which place(s) did you have to crumple your paper to account for the various plate movements?
3. Compare your new map with those of your classmates. Discuss similarities and account for anydifferences.
4. Research another area in the world where plates meet. Share your findings with the class.
Part A. Vocabulary ReviewDirections: Write the term that matches each description below in the spaces provided. Then unscramble theletters in the boxes to reveal the mystery phrase.
1. plasticlike layer of Earth’s surface belowthe lithosphere
2. cycle of heating, rising, cooling, and sinking3. theory that states that Earth’s crust and
upper mantle are broken into sections, whichmove around on a special layer of the mantle
4. area where an oceanic plate goes downinto the mantle
5. plate boundary that occurs when twoplates slide past one another
6. place where two plates move together7. rigid layer of Earth’s surface made up of
the crust and a part of the upper mantle8. sensing device that detects magnetic fields,
helping to confirm seafloor spreading9. one large landmass hypothesized to have
broken apart about 200 million years agointo continents
10. hypothesis that the continents havemoved slowly to their current locations
11. boundary between two plates that aremoving apart
12. sections of Earth’s crust and upper mantle13. largest layer of Earth’s surface, composed
mostly of silicon, oxygen, magnesium,and iron
14. outermost layer of Earth’s surface15. where rocks on opposite sides of a fault
move in opposite directions or in thesame direction at different rates
I. Testing ConceptsDirections: For each of the following, write the letter of the term or phrase that best completes the sentence.
1. The seafloor spreading theory was proposed by ______a. Alfred Wegener. c. Abraham Ortelius.b. Harry Hess. d. Carl Sagan.
2. As Earth’s plates move apart at some boundaries, they collide at others, forming ______a. mountains and volcanoes. c. strike-slip faults.b. ocean basins. d. both a and b.
3. The youngest rocks in the ocean floor are located at the mid-ocean ______a. volcanoes. b. basins. c. trenches. d. ridges.
4. The results of plate movement can be seen at ______a. rift valleys. c. plate centers.b. plate boundaries. d. both a and b.
5. The ______ are forming where the Indo-Australian plate collides into the Eurasian plate.a. Andes mountain range c. Himalayasb. Rocky Mountains d. Appalachian Mountains
6. The presence of the same ______ on several continents supports the idea ofcontinental drift.a. fossils b. rocks c. neither a nor b d. both a and b
7. Continental drift occurs because of ______a. seafloor spreading. c. magnetic reversal.b. Pangaea. d. earthquakes.
8. The cycle of heating, rising, cooling, and sinking is called a ______a. subduction zone. c. convection current.b. convergent boundary. d. conduction current.
9. Oceanic plates are pushed down into the upper mantle in ______a. convection currents. c. strike-slip faults.b. subduction zones. d. divergent boundaries.
10. The hypothesis that continents have moved slowly to their current locations is called______a. continental drift. c. magnetism.b. continental slope. d. convection.
11. Plates move apart at ______ boundaries.a. convergent b. transform c. divergent d. magnetic
12. Ocean floor rocks are ______ continental rocks.a. more eroded than c. younger thanb. older than d. the same age as
13. The alignment of iron-bearing minerals in rocks when they formed reflects the factthat Earth’s ______ has reversed itself several times in its past.a. magnetic field b. core c. asthenosphere d. gravity
14. The lack of an explanation for continental drift prevented many scientists frombelieving a single supercontinent called ______ once existed.a. Glomar b. Glossopteris c. Pangaea d. Mesosaurus
15. Scientists aboard the Glomar Challenger added to the evidence for the theory ofseafloor spreading by providing ______a. high altitude photos of existing continents.b. samples of plant life from different locations.c. samples of rock from different locations.d. direct measurements of the movement of continents.
16. Where plates slide past one another, ______ occur.a. volcanoes b. earthquakes c. island arcs d. ocean trenches
17. The places between plates moving together are called ______a. divergent boundaries. c. strike-slip faults.b. convergent boundaries. d. lithospheres.
18. Seafloor spreading occurs because ______a. new material is being added to the asthenosphere.b. earthquakes break apart the ocean floor.c. sediments accumulate on the ocean floor.d. hot, less-dense material below Earth’s crust is forced upward toward the surface.
19. Studying the ocean floor, scientists found rocks showing magnetic ______a. weakening. b. reversal. c. bonds. d. poles.
Directions: Complete the following sentences using the correct terms.20. The theory that describes Earth’s crust and upper mantle as being broken into sections is
called ____________________.
21. The theory of ____________________ was shown to be correct by age evidence and magnetic clues.
22. ____________________, occurring in the mantle, are thought to be the force behind platetectonics.
23. Earth’s plasticlike layer is the ____________________.
24. Earth’s ____________________ move around on a special layer of the mantle.
25. The main lines of evidence for ____________________ are fossil, rock, and climate clues, andthe theory of seafloor spreading.
26. The rigid part of the plates of the ____________________ are made of oceanic crust or continental crust and upper mantle.
27. The name ____________________ means “all land.”
If you were interested in the fossils of an animal that liked warmweather, would you think of digging in Antarctica? Archaeologistshave found many interesting fossils there, including parts of ahadrosaur, a dinosaur previously found only in the Americas.
1. Antarctica has a very inhospitable climate. Why might fossils ofwarm-weather animals be found there?
2. What are some reasons that the climate of Antarctica mightchange in the future?
The Main EventSection FocusTransparency Activity22
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Until recently, the bottom of the sea was impossible to see. Newtechnology has improved the view, and today we have a better idea ofwhat is going on there. This photo shows one feature of the oceanfloor—a deep-sea vent.
1. What is occurring in the photograph?
2. What features on land are similar to this deep-sea vent?
3. Judging from the photo, what do you think conditions aroundthis vent are like?
One of the most massive volcanic eruptions ever investigatedoccurred in a valley in southern Alaska in 1912. The eruption coveredover forty square miles with ash as deep as 210 meters and left thou-sands of vents (called fumaroles) in the valley spewing steam and gas.
1. How did this valley get its name, the Valley of Ten ThousandSmokes?
2. Why don’t you see any smoke in the photograph?
3. Name some other places where there are volcanoes.
Directions: Carefully review the diagram and answer the following questions.
1. Which is the oldest rock layer in the picture?A W C YB X D Z
2. The arrows indicate the directions the two plates are moving.What is this type of boundary called?F convergent boundary H transform boundaryG divergent boundary J moving boundary
3. Which of the following is the danger most likely posed by the rockformation shown in the diagram?A floodingB earthquakeC tornadoD forest fire